With a nod to the Most Rev. Dom Helder Camara: When I support Palestinians some call me an 'anti-Semite', when I try to explain why I stand in solidarity with Palestinians they call me a Nazi.

"WAR is a racket. It always has been. It is possibly the oldest, easily the most profitable, surely the most vicious. It is the only one international in scope. It is the only one in which the profits are reckoned in dollars and the losses in lives." —Major General Smedley Butler, USMC (ret.)

"... no one ever seizes power with the intention of relinquishing it. Power is not a means; it is an end." —character of O'Brien in 1984, part 3, ch. 3 by George Orwell.

"Every prophet has realized that nobody loves you for being the enemy of their illusions. Every prophet has realized that most of us want peace at any price as long as the peace is ours and somebody else pays the
price. That is why the prophet Jeremiah said, ' "Peace, peace," they say, when there is no peace,' ..." —The Rev. William Sloane Coffin. "Not to Bring Peace, But a Sword."

As with other key stages, emotional engagement is necessary to challenge mindsets. The rigour of historical methods of enquiry is essential, but not powerful enough in themselves to necessarily overcome prejudice and stereotyping. Emotional engagement forms a significant partner in the structuring of activities. The use of local history, reconstructions, a focus on child labour and making deliberate links to the present is how one history department seeks to hook pupils' personal engagement.

As part of the teaching of Arab-Israeli coursework at Abraham Moss School in Manchester, students take on the role of UN commissioners given the task of dividing Palestine in the late 1940s. They are reminded of the horrors of the Holocaust and the likely impact on world opinion. The students also consider how the survivors of the Holocaust would respond to the question Why did I survive? and how that might have impacted on the desire for a Jewish state. A timeline of events and information about who lived in the area and attitudes of different organisations, states and peoples are provided to help pupils consider the division of land. Given the predominance of Muslim pupils in the School and the existence of potential anti-Jewish sentiment or ignorance of Jewish culture, this task presents a complex challenge. The results are very interesting. The vast majority of students partition the land evenly between Arabs and Jews, even though the Jewish population was far smaller, and they establish Jerusalem as a neutral zone. The reasons pupils give for their decisions vary, but they are predominantly associated with the following: issues of fairness, acknowledgement of the suffering of the Jews in the Holocaust, a recognition that Jews had lived in the region for centuries before the Arabs, and a desire to find a solution where both sides could live in peace.

Boiling it down, after establishing your authority as a 'teacher,' the first task is to set the agenda: Don't raise the question of whether it is/was right for UN commissioners to divide another people's land, just simply give your subjects students the "task of dividing Palestine." Then to make sure they divide it and divide it properly, drill them in the catechism of "the Holocaust" while studiously ignoring Zionist collaboration with the Nazis (beginning in 1933). Encourage them to emotionally identify with victims of "the Holocaust" (Zionist Jewish victims only, please; I mean, does anyone else really matter?). Don't encourage them to identify with or consider partition from the perspective of "Arabs" (not Palestinians). Don't encourage them to consider the inherent injustice of forcibly taking away one people's land to give it to another group of people allegedly on account of the crimes of a third party. Don't encourage them to consider more just alternatives. Don't let them know that Jewish designs on Palestine long predate "the Holocaust." Do teach them the Jewish narrative/Orientalist perspective as if it were uncontested historical fact, e. g. "Jews had lived in the region for centuries before the Arabs." Follow these simple do's and dont's and you, too, can brainwash the "vast majority of students" (Christian children, too, undoubtedly) into becoming Zionists.

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